Bohnet and Eaton provide a useful theory to illustrate a pay-for-performance system will be a success. "Success" is defined here as motivating teachers to improve learning instruction to student learning. They say that this pay-for-performance system will work well when we care about following three conditions. First, outputs must be quantifiable and linked to a single employee. Second, workers need to be motivated by pay. Last, the organizational setting which the output is produced assumes that the workers are under one supervisor, and that they know exactly what supposed to produce. These three conditions affect the success of the pay-for -performance system.
I think we can use this theory on value-added system. In this case, “workers” or ”employees” are teachers and “output” which they produce is “student’s academic achievement”. Teachers have a hue effect on student’s motivation to study, so this means that the value-added system satisfy the first condition. It is clear that teachers will be proud of themselves when their students get high score at exams. What’s more, teachers should understand their role that they have to enhance student’s academic achievement. In this way, we can say this system includes second and third condition in the theory. If this theory work well, the value-added system is also effective when we use it to increase the number of teachers who have high quality of teaching skill.
2) Margaret, L., P. & Ana. M. E. & Yugo, N. (2012). Using Evidence for Teacher Education Program Improvement and Accountability : An Illustrative Case of the Role of Value-Added Measures.Journal of Teacher Education. doi: 10.1177/0022487112447110
The value-added model can inform the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. Value-added measures are able to assist in the identification of teachers who potentially may be more effective, as well as those who may need the extra assistance and support. The use of value-added models represents a relatively new phenomenon in education. Initial efforts have been accompanied with a number of theoretical, statistical, and practical issues. There is a need across most state data systems to improve the accuracy of data.
From this article, I can understand that the value-added system focus on the individual student's score. This means that we can get exact information about how students enhance their own academic performance by using this system. It is certain that to increase the number of the students who can get high score at exams is good. However, the most significant thing is to focus on the each student and care about their own academic achievement. From this point of view, the value-added assessment works well.
Over the past four decades, the per-student from K-12 has more than doubled, while the student achievement has remained virtually flat. This means we just rather spend a lot of money than invest it. Now is the time to change this situation. By trying the new way to evaluate teachers, we have to enhance the quality of teacher. It leads to improve student academic achievement. In the “value-added” analysis, teachers are evaluated by the progress of each individual student in their classrooms against that student's own progress in earlier school years. This means that the “value-added” approach takes into account such factors as poverty and learning disabilities, over which an individual teacher has no control, by comparing a student's achievement only to his or her own record. Thus, this system is the fair way to evaluate teachers.
Money shouldn't appear automatically. We have to think about how to use it carefully. By far, we tried to evaluate teachers but the way didn't work so well. We can confirm this situation from the article. Thanks to the article, I was able to learn that a lot of things effect on student's academic achievement. This system can remove such bias as poverty, learning disabilities and so on. It is the exact tool to know the growth for the students. By using this system, we can understand that how a teacher is able to affect to students.
If we want to enhance the quality of teachers, we have to start to know who is the best teacher and who is the teacher who needs to improve his/her teaching skill. If we can get the information, teachers who cannot positively affect to students are able to learn how to teach from good teachers. Students who are taught by a teacher who has high quality of teaching skill have an incentive to study a lot. We have to increase the number of teachers who can teach well to enhance student academic performance. By using value-added system, teachers can know their own lank of teaching skill and they begin to make their great contribution to student's achievement.
When we have to do some paper assignment, most of people will try to do their best. It is because they know that they will get some credit which depends on the level of their own paper. I think the same system will work for teachers. If they understand that they will be evaluated by their student's score, they will try to let students get high score by improving their teaching skills. If there is a teacher who wants to improve his/her teaching skill, he/she can imitate or learn from good teacher thanks to the "value-added" system.
Under the state's existing system, in the 2010-11 school year, 24 percent of students who took the state standardized tests scored below grade level in math. What's more, 24 percent scored below grade level in reading. But the same year, the rate of the teachers who did satisfactory job was 99.5 percent. It is the time to have another look at the criterion of quality of teacher. By using a value-added system, we can get another measure to evaluate teachers. However, it is true that this system has some shortcomings. The best way is to combine some measures and judge the quality of teachers.
By reading this article, I thought we should know the exact teaching skills of teachers. The ways we tried by far are not enough to get this kind of information. Thanks to focusing on the student’s score, we can know the teacher who needs to improve his/her teaching skill. Of course, we have to consider other aspects of teacher evaluation such as class management, credibility from students, contribution to students except their score. However, the important role of teachers is to enhance the student’s academic achievement. Teachers have to face it and they try to do something to make it better.
Bohnet and Eaton provide a useful theory to illustrate a pay-for-performance system will be a success. "Success" is defined here as motivating teachers to improve learning instruction to student learning. They say that this pay-for-performance system will work well when we care about following three conditions. First, outputs must be quantifiable and linked to a single employee. Second, workers need to be motivated by pay. Last, the organizational setting which the output is produced assumes that the workers are under one supervisor, and that they know exactly what supposed to produce. These three conditions affect the success of the pay-for -performance system.
I think we can use this theory on value-added system. In this case, “workers” or ”employees” are teachers and “output” which they produce is “student’s academic achievement”. Teachers have a hue effect on student’s motivation to study, so this means that the value-added system satisfy the first condition. It is clear that teachers will be proud of themselves when their students get high score at exams. What’s more, teachers should understand their role that they have to enhance student’s academic achievement. In this way, we can say this system includes second and third condition in the theory. If this theory work well, the value-added system is also effective when we use it to increase the number of teachers who have high quality of teaching skill.
2) Margaret, L., P. & Ana. M. E. & Yugo, N. (2012). Using Evidence for Teacher Education Program Improvement and Accountability : An Illustrative Case of the Role of Value-Added Measures.Journal of Teacher Education. doi: 10.1177/0022487112447110
The value-added model can inform the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. Value-added measures are able to assist in the identification of teachers who potentially may be more effective, as well as those who may need the extra assistance and support. The use of value-added models represents a relatively new phenomenon in education. Initial efforts have been accompanied with a number of theoretical, statistical, and practical issues. There is a need across most state data systems to improve the accuracy of data.
From this article, I can understand that the value-added system focus on the individual student's score. This means that we can get exact information about how students enhance their own academic performance by using this system. It is certain that to increase the number of the students who can get high score at exams is good. However, the most significant thing is to focus on the each student and care about their own academic achievement. From this point of view, the value-added assessment works well.
3) Clemmitt, M. (2011, April 29). School reform. CQ Researcher, 21, 385-408. Retrieved from http://0-library.cqpress.com.helin.uri.edu/cqresearcher/
Over the past four decades, the per-student from K-12 has more than doubled, while the student achievement has remained virtually flat. This means we just rather spend a lot of money than invest it. Now is the time to change this situation. By trying the new way to evaluate teachers, we have to enhance the quality of teacher. It leads to improve student academic achievement. In the “value-added” analysis, teachers are evaluated by the progress of each individual student in their classrooms against that student's own progress in earlier school years. This means that the “value-added” approach takes into account such factors as poverty and learning disabilities, over which an individual teacher has no control, by comparing a student's achievement only to his or her own record. Thus, this system is the fair way to evaluate teachers.
Money shouldn't appear automatically. We have to think about how to use it carefully. By far, we tried to evaluate teachers but the way didn't work so well. We can confirm this situation from the article. Thanks to the article, I was able to learn that a lot of things effect on student's academic achievement. This system can remove such bias as poverty, learning disabilities and so on. It is the exact tool to know the growth for the students. By using this system, we can understand that how a teacher is able to affect to students.
4)Paulson, Amanda (August, 12, 2012) Back to school: How to measure a good teacher. New York Times. Retrieved from http://0-web.ebscohost.com.helin.uri.edu/pov/detail?sid=00ed96d0-5e97-47a3-9329-87f3c651a529%40sessionmgr15&vid=6&hid=25&bdata=JnNpdGU9cG92LWxpdmU%3d#db=pwh&AN=78406566
If we want to enhance the quality of teachers, we have to start to know who is the best teacher and who is the teacher who needs to improve his/her teaching skill. If we can get the information, teachers who cannot positively affect to students are able to learn how to teach from good teachers. Students who are taught by a teacher who has high quality of teaching skill have an incentive to study a lot. We have to increase the number of teachers who can teach well to enhance student academic performance. By using value-added system, teachers can know their own lank of teaching skill and they begin to make their great contribution to student's achievement.
When we have to do some paper assignment, most of people will try to do their best. It is because they know that they will get some credit which depends on the level of their own paper. I think the same system will work for teachers. If they understand that they will be evaluated by their student's score, they will try to let students get high score by improving their teaching skills. If there is a teacher who wants to improve his/her teaching skill, he/she can imitate or learn from good teacher thanks to the "value-added" system.
5)Hoius, H., S(2012). Teacher evaluations may look at student test scores. Retrieved from http://0-web.ebscohost.com.helin.uri.edu/pov/detail?vid=3&hid=28&sid=da8a4cdc-fa3e-482c-9b0b-e3e92a8114e2%40sessionmgr11&bdata=JnNpdGU9cG92LWxpdmU%3d#db=pwh&AN=2W62937258712..
Under the state's existing system, in the 2010-11 school year, 24 percent of students who took the state standardized tests scored below grade level in math. What's more, 24 percent scored below grade level in reading. But the same year, the rate of the teachers who did satisfactory job was 99.5 percent. It is the time to have another look at the criterion of quality of teacher. By using a value-added system, we can get another measure to evaluate teachers. However, it is true that this system has some shortcomings. The best way is to combine some measures and judge the quality of teachers.
By reading this article, I thought we should know the exact teaching skills of teachers. The ways we tried by far are not enough to get this kind of information. Thanks to focusing on the student’s score, we can know the teacher who needs to improve his/her teaching skill. Of course, we have to consider other aspects of teacher evaluation such as class management, credibility from students, contribution to students except their score. However, the important role of teachers is to enhance the student’s academic achievement. Teachers have to face it and they try to do something to make it better.